Few studies address workplace bullying in American higher education. Leah P.Hollis, EdD, author of Bully in the Ivory Tower addressed the issue of workplace bullying in four-year institutions. This volume replicates the study to reveal that 64% of community college respondents are affected by workplace bullying. Women, people of color, and the LGBT community face increased incidents of workplace bullying. This volume addresses topics like the impact of labor unions on higher education workplace bullying. This topic is timely as several unions are emerging for adjunct faculty nationally. Also, the volume offers a rare voice from the presidents' perspective on workplace bullying. The narratives show that even the president has a boss, and can be adversely affected by workplace bullying. For those learning about leadership, especially applied to community college, this volume offers ten case studies for discussion and consideration. The volume concludes with a "call to action" for community colleges that have an opportunity to create and maintain a healthy workplace. In turn, effective policy can stop the costly behavior that is eroding the community college mission.

Higher education research is a developing field internationally, which is attracting more and more researchers from a great variety of disciplinary backgrounds within and beyond higher education institutions. As such, it is an arena within which a wide range of theories, methods and methodologies are being applied. This volume of Theory and Method in Higher Education Research contains analyses and discussions of, amongst others, topic modelling, geometric data analysis, creativity and playfulness, longitudinal network analysis, grounded theory methods and autonetnography.

This book examines the theoretical underpinning of the concept of personalised education and explores the question: What is personalised education in the contemporary higher education sector and how is it implemented? A broad, sophisticated definition of personalised learning has the potential to serve as a basis for more effective educational practices. The term 'personalised education' is, and continues to be, one with a variety of definitions. The authors' definition both incorporates earlier concepts of personalised education and critically reassesses them. The book then adds a further dimension: personalised instruction in electronically mediated environments, where the goal is to achieve learning towards mastery individually with the help of differentiated and individualised electronic learning platforms. This book assesses the various arguments concerning personalised education, examining each through the lens of educational theory and pedagogy and subsequently positing a number of qualitative characteristics of personalised education that have the potential to influence policy and practices in the higher education sector.

This comprehensive handbook has brought together the leading practitioners and researchers in the field of developmental education to focus on the developmental learning agenda. This work advocates a process approach to education where learners were characterized in terms of specific behavioral areas. Learning style differences are recognized, along with the premise that learning occurs at different rates. Alternative learning settings like industrial education centers and alternative learning centers provide a focus, for which lifelong learning is viewed as a matter of survival for American employees and employers.

"Handbook of Developmental Education" begins with a description of the developmental process as a holistic approach to the development of the whole person. The emotional state of the individual is of critical importance. Curriculum theory is addressed, followed by information on learning centers and human factors research. Educators and educational researchers will find a wealth of material in this volume.

An authoritative reference on one of education's hottest topics, describing how the latest testing and assessment tools can be used to help improve student performance. In this comprehensive review of the wealth of techniques by which students can be assessed, Valerie J. Janesick points out that the politics of schooling often gets in the way of student progress. "High-stakes" standardized testing is frequently based on poorly constructed, unfair tests that encourage "teaching to the test," which actually impedes educational goals. Authentic testing relies more on essays and writing samples, performances, demonstrations, and role-plays. Although it is fairer and provides a measure of student growth and progress, it requires more effort by teachers, who also require extra training. Besides discussing authentic assessment in detail, The Assessment Debate includes a chronology, an annotated directory of organizations supporting performance assessment, a list of state coordinators for testing reform, and state-by-state report cards. A historical chronology from pioneering efforts in the testing movement in the 1880s through the drive toward standardized testing in 2001 A comprehensive annotated bibliography on assessment, including print resources, videotapes, websites, and organizations supporting performance assessment

Make powerful connections between what you're learning now and the skills you'll need for your future with Ellis' BECOMING A MASTER STUDENT: MAKING THE CAREER CONNECTION, 17th edition. Helping you successfully bridge the gap between college and career, tools like Career Connection, Practicing Critical Thinking and the Discovery and Intention Journal System give you a deeper knowledge of yourself and your power to be successful today and long term. Take advantage of MindTap activities like "How transferable are your skills?" activities, journal entries and "What would you do?" scenarios to gain self-knowledge and go from memorization to mastery in your course. With Cengage Infuse, complete Concept Checks and Chapter Quizzes to solidify your knowledge.

This volume is a timely and provocative analysis of the crisis provoked by the devaluation of the liberal arts and sciences in colleges and universities in the United States, which has accompanied the growing popularity of practical and professional programs of study. This technicization of higher education's curriculum has also coincided with declining academic standards and a growing crisis of literacy among today's students. The new emphasis on developing useful knowledge and marketable skills, the book contends, has been at the expense of nurturing critically aware and intellectually able citizens through an education enriched by the liberal arts. The editors of this book have assembled a distinguished roster of academicians who provide illuminating critical commentary on these interwined issues and wide-ranging alternatives for recovery of higher learning.

The first part of "The Liberal Arts in a Time of CrisiS" explores the politics and ideology underscoring the development of curricular policies and pedagogical trends in colleges today. Some of the fallout of these new policies has been rampant anti-intellectualism among students and increasingly narrow and esoteric research specialization among faculty. In the concluding sections, contributors examine the shortcomings of the literacy crusade currently being organized by the educational establishment and provide workable guidelines for refocusing the curriculum and revitalizing the learning process. All those concerned with these issues will find this book invaluable.

As a series of engaging essays, this book is laced with personal anecdotes about what it means to be a professor, a science professor in particular, and how the American university has changed now that the era of exponential growth in federal funding is over. Written in an informal, conversational style, its central purpose is to try to stimulate discussion and challenge the status quo. "Universities are at significant crosroads," the author writes, "they can keep trying to grow and push the post-World War II model of a university despite the absence of growing federal funds. Or they can try to redefine themselves in a way that takes into account the changes in the national economic and intellectual landscape over the last decade or two."

This is the first book that probes the lived experiences of Chinese immigrant faculty in North American higher education institutions: their struggles, challenges, successes, etc. It explores how their past experiences in China have shaped who they are now, what they do and how they pursue their teaching, research, and service, as well as the reality of their everyday life that inevitably intertwines with their present and past diverse cultural backgrounds and unique experiences. Different from previous books that explore immigrant/minority faculty defined ambiguously and broadly and from the theoretical framework of ethnic relations, this book has a particular focus on mainland Chinese immigrant faculty, which offers a richer and deeper understanding of their cross-culture experiences through autoethnographic research and by multiple lenses. Through authors' vivid portray of the ebbs and flows of their life in the academe, readers will gain an enjoyable and holistic knowledge of the cultural, political, linguistic, scholarly, and personal issues contemporary Chinese immigrant faculty encounter as they cross the border of multiple worlds. All contributors to this book had the experience of being the first-generation Chinese immigrants, and they either are currently teaching or used to teach in North American higher education institutions, who were born, brought up, educated in Mainland China and came to North America for graduate degrees from early 1980s to 2000.

This book offers an in-depth investigation of the globalization of higher education at Chinese universities and colleges. The proposed "Global Higher Education Shared Community" model reflects the globalization of higher education with Chinese characteristics in terms of its conceptual, practical and strategic dimensions. Generally speaking, the book mainly conceptualizes and constructs a model of the specific type of globalization currently taking place at Chinese universities and colleges. As such, it offers a valuable resource for scholars and researchers who are interested and work in research on globalization in higher education from a comparative perspective; for administrators and stakeholders in Chinese higher education management; and for graduate students who are majoring or minoring in comparative higher education.

The aim of this set of books is to combine the best of current academic research into the use of Communities of Practice in education with "hands on" practitioner experience in order to provide teachers and academics with a convenient source of guidance and an incentive to work with and develop in their own Communities of Practice. This set of books is divided into two volumes: volume 1 deals principally with the issues found in colocated Communities of Practice, while volume 2 deal principally with distributed Communities of Practice"

Few resources exist for individuals who wish to subscribe to a practical, applied learning approach to higher education administration. To that end, the book's vignettes: 1) reflect the diversity of issues, roles, contexts and situations postsecondary leaders face - yet are uncommonly addressed in learning resources; 2) place learners in authentic higher education administrative circumstances in which they must respond; 3) facilitate further individual or collective exploration; and 4) may be adapted to a broad array of formal and informal professional development needs. The book's scenarios include a broad assortment of exhibits (e.g., correspondences, articles, institutional policies, etc.) which allow learners to practice evaluating a range of information sources common in postsecondary administration. In addition, each vignette provides learners with guided opportunities to determine how and why they might respond in the situations presented, and offers chances to assess the responses of actual higher education administrators to authentic situations and challenges.

Developing students' creative problem-solving skills is paramount to today's teachers, due to the exponentially growing demand for cognitive plasticity and critical thinking in the workforce. In today's knowledge economy, workers must be able to participate in creative dialogue and complex problem-solving. This has prompted institutions of higher education to implement new pedagogical methods such as problem-based and case-based education. The Handbook of Research on Creative Problem-Solving Skill Development in Higher Education is an essential, comprehensive collection of the newest research in higher education, creativity, problem solving, and pedagogical design. It provides the framework for further research opportunities in these dynamic, necessary fields. Featuring work regarding problem-oriented curriculum and its applications and challenges, this book is essential for policy makers, teachers, researchers, administrators, students of education.

As the areas of community education and professional development continue to expand, the technologies that are utilized in these programs are also progressively advancing. However, it can sometimes be difficult to pin-point the best system in such a vast, ever-changing world of technology. Technology Use and Research Approaches for Community Education and Professional Development investigates how the role of information technology is impacting the academic and workplace environments. This publication will explore areas such as unique learning styles, various methods of disseminating information, and technology s role and impact within these settings. Researchers, practitioners, and instructors in the areas of adult, continued, and higher education will benefit from this text s innovative way of addressing efficient methods of utilizing technology.